Using Manhattan Menace in Elementary Enrichment
W.A. Sorrells Book Introduces Portmanteau Words and Ethical Dilemmas
Mar 1, 2009
The Manhattan Menace [Kids Give, 2008] is one of the Karito Kids Adventure series books, which are written for upper elementary students. The target audience for the series appears to be girls, but the dangerous antics of a young New York tween solving a compelling mystery might also appeal to boys.
A Teacher's Summary of The Manhattan Menace
Zoe Linden is an 11 year old Manhattanite, and she is determined to stay a Manhattanite no matter how old she gets. She and her best friend have both suffered the loss of a parent, and are faced with losing each other when a wealth developer makes Zoe's mother an offer to buy her remaining real estate asset, an old Brownstone. Zoe discovers the mystery of a lost tiara, and realizes if she finds the tiara, she can stay in Manhattan.
Fun with Portmanteau Words
While reading The Manhattan Menace, students will notice Zoe's delightful vocabulary. She creates neologisms by blending her words into one stronger, more personal words. Hana calls these "Zoisms", but they are usually portmanteaus, existing words that are blended to create a new word. Teachers should offer students the example of page 18, where Zoe calls the exciting possibility of ghosts, "shiverlicious" - a combination of shiver and delicious, which captures how the adventuresome heroine is feeling at that moment.
Students should have a word board in the classroom where they can write down Zoe's portmanteau words (including the words they originated from) and the page number for everyone to see. The teacher can add Zoisms that are not portmanteaus, such as "shmyhairyin".
Students can then make up their own portmanteaus from their vocabulary, and add them to the board.
Ethical Dilemmas in The Manhattan Menace
Through the course of the story, Zoe:
- intentionally disrupts a library so her friend can enter a forbidden area
- explores the forbidden, about-to-be demolished Brownstone for clues
- sneaks into an office and reads private emails on a computer
Each of these actions offers opportunities for gifted thinker to discuss ask if there are any alternative actions Zoe could have taken, and to ask the ethical question, "Is it okay to do the wrong thing for the right reason?" – a question kids often face themselves.
Using Gifted Reader Groups to Solve Ethical Dilemmas
After reading the book, students will understand the sentimental value that the brownstone's renovation held for Zoe's parents. They will also know the solution to the mystery, recognize the criminal activity of the builder, and be aware of the time limits Zoe faced. Using those considerations, a group of gifted students can do what Zoe could not: step away from the action and figure out safer, more ethical solutions to her problems.
The teacher should place students in small discussion groups on the floor with enough books for each student. It is good to give students something to hold when they are speaking to give visual confirmation of who has the right to speak. Since The Manhattan Mystery takes place in New York, a big apple or a miniature Statue of Liberty might be a good visual cue. The visual is then passed to the next person who wants to speak.
Small Group Questions
The teacher should give students slips of paper with question to facilitate the discussion:
- On page 13, Hana and Zoe decide to sneak into the brownstone, despite a Fire Marshal's written notice not to enter. How could they have gotten into the house in a safer, more legal way? Remember: Zoe's father told her the house was structurally unsound.
- On page 70, Zoe has disrupted the library to the point that the librarian is threatening to call the police. Zoe decides she needs, "to distract Mr. Baldy for just a few more minutes" so that Hana can find the old letters. How could they have gotten to the documents without breaking the library's rules? Remember: the documents are in a historic paper collection for scholars.
- On page 78, Zoe and Hana sneak into Ray D'Agostino's office, and on page 79 they are digging through his drawers and computer files. Zoe says, "Nothing ventured, nothing gained." What are they trying to gain, and how could they get that without breaking into someone's office? Remember: Mr. D'Agostino is already suspicious of Zoe and Hana.
Follow-Up Large Group Questions
After the groups has answered the questions and shared potential solutions, the teacher should offer a follow up questions:
- If any of you had other solutions that could work for Zoe and Hana, then was it necessary for Zoe and Hana to break the rules?
- Did Zoe's choices correct an injustice, or cause more injustice?
- Considering Zoe's motivations, was it okay for her to do the wrong things for the right reasons?
These questions will lead to memorable and meaningful conversations that seem to be best held in gifted classrooms, where inquiry feels safe, readers have high comprehension, and thinkers work on a similar pace.
Gifted students will enjoy the academic side of reading by searching for neologisms and the philosophical side of reading by answering ethical questions. It is important for gifted readers to be able to discuss books that appeal to their age level with their peers who think and reason at higher grade levels. W.A. Sorrells' Manhattan Menace (ISBN: 0979291232) offers those opportunities in one fun book. The Karito Kids website offers more books, as well a games and trivia, for fans of the series.
 |
 |
